Question 1

Bruner

Accepted Answer

Modes of representation
0-1: Enactive, action based
1-6: Iconic, image based
7+: Symbolic, language based

Question 2

Bruner's constructivist theory

Accepted Answer

When learning new material, start from enactive representation to symbolic. Different from other theorists because he believed even young learners could process complex information when presented appropriately.

Question 3

Vygotsky

Accepted Answer

Has a socio-cultural approach to cognitive development. Learning can precede, or LEAD, development (opposite of Piaget). Cooperative learning.

Question 4

Vygotsky's Higher/Lower Functioning

Accepted Answer

-

Question 5

Zone of Proximinal Development

Accepted Answer

Vygotsky. Similar to scaffolding. Enables a ready child to achieve the task with a sufficient "boost", usually from a "knowledgeable other" via modeling, either a teacher or peer (coop learning).

Question 6

Dewey

Accepted Answer

Children should be involved in real-life tasks--school should teach students how to be successful adults via life skills. Learning is active. Social change occurs via education.

Question 7

Social Learning Theory

Accepted Answer

Albert Bandura. Children learn by observing/models (real, verbal or symbolically). 
Intrinsic Reinforcement - Connecting new learning with internal pride/satisfaction.

Question 8

Bandura's Modeling Process

Accepted Answer

1. Attention 
2. Retention 
3. Reproduction 
4. Motivation (reinforcements to perform the new task via rewards/punishments/observations).

Question 9

Gardner

Accepted Answer

Multiple Intelligences. intrapersonal, interpersonal, kinetic, spatial, logical, musical, linguistic, nature.

Question 10

Maslow

Accepted Answer

Hierarchy of needs.
1. Psychological - survival, food, sleep
2. Safety - security ofhealth, of family
3. Belonging - friends, family, intimacy 
4. Esteem - Self-esteem, confidence, respect
5. Self-actualization - acceptance, creativity, problem solvi

Question 11

Skinner

Accepted Answer

Behaviorism. Antecedents - what precedes behavior; Consequences - what proceeds behavior.

Question 12

Operant Conditioning

Accepted Answer

Skinner. Operant - behavior; Reinforcer - consequence that increases that chance of the operant recurring in the future.

Question 13

Examples of Constructivism

Accepted Answer

Discovery learning, hands-on, experiential, collaborate, project-based, tasked-based

Question 14

Constructivism

Accepted Answer

Instructors as facilitators. Student-centered. Learning is active and social. Community of learners. Learning is contextual, not isolated. Learning to learn. Language is important. Knowledge is constructed by the mind being actively involved.

Question 15

Meta-cognition

Accepted Answer

Knowledge about one's own thinking processes.

Question 16

Readiness

Accepted Answer

Piaget. Based on the idea that development precedes learning/knowledge. The idea that a child is at a level capable of understanding something.

Question 17

Schema

Accepted Answer

Concepts, means for organizing information

Question 18

Intrinsic motivation

Accepted Answer

Motivation that comes from within, such as personal pride and satisfaction. Not outside rewards such as grades or money. Pleasure from the task itself.

Question 19

Extrinsic motivation

Accepted Answer

Motivation from external rewards such as grades, money, or praise from others. Pleasures that may not come from the task itself.

Question 20

Theory of Psychosocial Development

Accepted Answer

Erickson. Development of an "ego identity" or conscious sense of self via social interaction and a series of conflicts/psychosocial stages. How each conflict is resolves (pos/neg) determines their self-image and view of society.

Question 21

Psychosocial Stages

Accepted Answer

1. Trust v Mistrust (0-1)
2. Autonomy v Shame/Doubt
3. Initiative v Guilt (pk)
4. Industry v Inferiority (5-11)
5. Identity v Confusion

Question 22

Kohlberg's Moral Stages

Accepted Answer

Preconventional Mrlty
1.Obedience & Punishment Orientation
2. Individualism & Exchange
Conventional Morality
3. Good Interpersonal Relationships
4. Maintaining Social Order
Postconventional Morality
5. Social Contract & Indv Rights
6. Universal Pr

Question 23

Preconventional Morality (Kohlberg)

Accepted Answer

1. Obedience/Punishment - laws are handed down and are absolute and fixed, there is no reasoning behind the situation
2. Individualism/Exchange - child recognizes different POVs, self-interests, punishment is more about exchange than wrongness

Question 24

Conventional Morality (Kohlberg)

Accepted Answer

3. Good Relationships - regard for actions affecting others. People should act "good".
4. Social Order - sift to focus on society as a whole. Obeying laws/authority.

Question 25

Postconventional Morality (Kohlberg)

Accepted Answer

5. Indv Rights - Evaluation of society from an individual on the outside. Right to life/democratic process.
6. Universal Principles - Empathy and universal impartiality. Commitment to justice.

Question 26

Gilligan's Theory of Moral Development

Accepted Answer

1. Preconventional - Individual survival
TRANSITION: selfishness --> responsibility to others
2. Conventional - Self-sacrifice is goodness
TRANSITION: goodness --> acknowledgement as a person
3. Postconventional - Nonviolence; do not hurt others or se

Question 27

ADA

Accepted Answer

American's with disabilities act. Pertains to buildings, employment, public services, communications, etc.

Question 28

Elements of en IEP

Accepted Answer

Regular meetings with interdisciplinary team. Includes necesary mods/accoms, involvement in gen curriculum, annual goals and measurment, services, parental communication, etc.

Praxis PLT 7-12

Praxis PLT

Question	Answer
Bruner	Modes of representation 0-1: Enactive, action based 1-6: Iconic, image based 7+: Symbolic, language based
Bruner's constructivist theory	When learning new material, start from enactive representation to symbolic. Different from other theorists because he believed even young learners could process complex information when presented appropriately.
Vygotsky	Has a socio-cultural approach to cognitive development. Learning can precede, or LEAD, development (opposite of Piaget). Cooperative learning.
Vygotsky's Higher/Lower Functioning	-
Zone of Proximinal Development	Vygotsky. Similar to scaffolding. Enables a ready child to achieve the task with a sufficient "boost", usually from a "knowledgeable other" via modeling, either a teacher or peer (coop learning).
Dewey	Children should be involved in real-life tasks--school should teach students how to be successful adults via life skills. Learning is active. Social change occurs via education.
Social Learning Theory	Albert Bandura. Children learn by observing/models (real, verbal or symbolically). Intrinsic Reinforcement - Connecting new learning with internal pride/satisfaction.
Bandura's Modeling Process	1. Attention 2. Retention 3. Reproduction 4. Motivation (reinforcements to perform the new task via rewards/punishments/observations).
Gardner	Multiple Intelligences. intrapersonal, interpersonal, kinetic, spatial, logical, musical, linguistic, nature.
Maslow	Hierarchy of needs. 1. Psychological - survival, food, sleep 2. Safety - security ofhealth, of family 3. Belonging - friends, family, intimacy 4. Esteem - Self-esteem, confidence, respect 5. Self-actualization - acceptance, creativity, problem solvi
Skinner	Behaviorism. Antecedents - what precedes behavior; Consequences - what proceeds behavior.
Operant Conditioning	Skinner. Operant - behavior; Reinforcer - consequence that increases that chance of the operant recurring in the future.
Examples of Constructivism	Discovery learning, hands-on, experiential, collaborate, project-based, tasked-based
Constructivism	Instructors as facilitators. Student-centered. Learning is active and social. Community of learners. Learning is contextual, not isolated. Learning to learn. Language is important. Knowledge is constructed by the mind being actively involved.
Meta-cognition	Knowledge about one's own thinking processes.
Readiness	Piaget. Based on the idea that development precedes learning/knowledge. The idea that a child is at a level capable of understanding something.
Schema	Concepts, means for organizing information
Intrinsic motivation	Motivation that comes from within, such as personal pride and satisfaction. Not outside rewards such as grades or money. Pleasure from the task itself.
Extrinsic motivation	Motivation from external rewards such as grades, money, or praise from others. Pleasures that may not come from the task itself.
Theory of Psychosocial Development	Erickson. Development of an "ego identity" or conscious sense of self via social interaction and a series of conflicts/psychosocial stages. How each conflict is resolves (pos/neg) determines their self-image and view of society.
Psychosocial Stages	1. Trust v Mistrust (0-1) 2. Autonomy v Shame/Doubt 3. Initiative v Guilt (pk) 4. Industry v Inferiority (5-11) 5. Identity v Confusion
Kohlberg's Moral Stages	Preconventional Mrlty 1.Obedience & Punishment Orientation 2. Individualism & Exchange Conventional Morality 3. Good Interpersonal Relationships 4. Maintaining Social Order Postconventional Morality 5. Social Contract & Indv Rights 6. Universal Pr
Preconventional Morality (Kohlberg)	1. Obedience/Punishment - laws are handed down and are absolute and fixed, there is no reasoning behind the situation 2. Individualism/Exchange - child recognizes different POVs, self-interests, punishment is more about exchange than wrongness
Conventional Morality (Kohlberg)	3. Good Relationships - regard for actions affecting others. People should act "good". 4. Social Order - sift to focus on society as a whole. Obeying laws/authority.
Postconventional Morality (Kohlberg)	5. Indv Rights - Evaluation of society from an individual on the outside. Right to life/democratic process. 6. Universal Principles - Empathy and universal impartiality. Commitment to justice.
Gilligan's Theory of Moral Development	1. Preconventional - Individual survival TRANSITION: selfishness --> responsibility to others 2. Conventional - Self-sacrifice is goodness TRANSITION: goodness --> acknowledgement as a person 3. Postconventional - Nonviolence; do not hurt others or se
ADA	American's with disabilities act. Pertains to buildings, employment, public services, communications, etc.
Elements of en IEP	Regular meetings with interdisciplinary team. Includes necesary mods/accoms, involvement in gen curriculum, annual goals and measurment, services, parental communication, etc.

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